For me the key theme from today's class is that apps should create more independence for students and be interactive. I think of image we saw of an "old" visual schedule. What child would really feel confident wearing this on their person? New apps (such as Pictello which can create visual schedules) allow for students, especially older ones, to have independence yet still appear more like their peers. While this is only one example, I think it reflects a key theme. Of all the perks of new technology I think that is the most important and most vital.
Executive Function
Webinar
Ability of the brain to organize various brain functions.
Focus, direction, time management, prioritizing, regulating behaviour, working
memory, etc. Basically all skills needed to be successful in the classroom.
iRewards – Free for lite version. Good for ADHD, ASD or
behaviour modification. Used to track behaviour/rewards. Can be used to link
home and school. Set behaviours, rewards, etc.
Worksystem – Free. Create lists for kids (visual schedules)
Sock Puppets – Free.
N ew Apps for LD (average
or above average intelligence overall, but deficiency in one area – processing
information).
7 Notes Premium - $8.99
Tools 4 Students - $1. Supports students with written output
problems. Variety of graphic organizers. Class can work together or on their
own depending on task/age.
AppWriter US
Free Apps!
Good for all classroom differentiation.
Maps. Excellent for Social Studies. Birds eye view (google
earth). Use to discuss areas (rural, urban), compare your area to another, etc.
TourWrist.
Apps for Reluctant
Readers
Story Builder. Create own audio book by answering prompts. ABC Pocket Phonics. Good for students who need something
engaging (similar to a game) and rote learning/repetition.
I viewed the webinar for reluctant writers this evening. I thought this was a pretty interesting way to learn about a variety of apps to use in the classroom, all while enjoying a glass of red wine...haha. There were a number of apps that I can picture using in my classroom. I understand that these apps can be used in any classroom for students with varying levels of ability. However, for the purpose of this post I will focus on apps that I can see using my classroom (grade 8 English) as of today, without knowing my future students!
Writing Toolbox - this app would be useful for individual kids to have, or for me to use for all students as a teaching tool. It helps with all stages of the writing process. It helps with generating ideas, spelling, grammar, parts of the story (character, plot, setting, etc.) In preparing for our short presentation for Tuesday's class I found this demo on using the Writer's Toolbox which was quite helpful.
2. Pictello - I could use this app as a way to help any student create a visual representation of theri knowledge. It could also be used for journaling, getting to know each other, pre-writing, etc. The following video demonstrates a way of using Pictello. In it the young girl is learning about the importance of understanding what a fence means in her daily routine:
3. Dragon - Finally, a way to use Dragon in a more accessible (and free) way. This will certainly be helpful to any student who prefers to provide answers, ideas, etc. orally.
4. ReelDirector - My students love to create films. I have them create films as book reviews, public service announcemnets (for persuasive tasks) and topic reviews for history. This app will again make this type of task easy to do!
5. Instant Poetry - I already use magnetic poetry in my classroom to help with generating ideas for reluctant writers. This app makes it even more accessible.
Today was our summer conference day. It was an interesting day with lots of disucssion about issues important to education. I especially liked the keynote address from Dr.'s Phil and Diane Ferguson. They spoke about relationships between family and school. Some of their key points were:
When families are involved students achieve more
School's do not often work hard to engage families
School's think of parents in two ways - as being a resource or needing resources
We often engage in circular logic - talking past each other about a common thread, the student
In thinking further about how to engage parents in the school I found this link to the Ontario ministry of education which includes tips on how to engage parents: http://www.edu.gov.on.ca/eng/parents/involvement/
I thought it would have some solid suggestions on how to engage parents. However, it was a short list of 6 suggestions, all of which were pretty basic and didn't talk at all about engaging in open dialogue about their child. Mostly they were related to parents being a resource, and not actually engaged.
I found the following video, created by an education student, on how to engage parents more in the life of a school.
At 11:00 the narrator lists a variety of creative methods to include parents in school - above and beyond chaperoning a field trip.
Today we learned about QR codes – how to create
them and use them. They can be read on iPad/phone that will open many links on a topic (video, google map, documents, etc.) You need to download app to generate QR codes.
Put in the website that you want kids to go to in the generator app. Select
“create” then save the QR code. QR codes can be printed out or read from iPhones/Pads. We were shown an idea for creating a “calming”
QR – for students with sensory issues. Students scan the code and it takes them to
the various websites for calming. We were also shown a whole book on iBook Author
that has various calming strategies for students to use, all using QR codes. I wanted to know more about how QR codes could be used in the classroom. I found this blog through my research:
I especially like the idea of using QR codes for book reviews. However, I would adapt this idea by having students create their own book reviews or even book trailers (in the same format as movie trailers) and positng a QR code to link to that review on the inside cover of the books in our classroom library. This idea could be easily adapted for all reading levels and learners in the classroom.
TASK ANALYSIS
Our discussion about task analysis certainly opened my eyes to the amount of work that goes into a task as "simple" as reading. It truly makes you think about what we're asking kids to do when we want them to engage in classroom work. To read a short story we're asking kids to:
Attend to the task by being emotionally
engaged, motivated, able to focus, well rested, etc. If any of these
are off (executive function/self regulation) then more brain energy is expended
and they are less likely to read.
See using eyes, brain, optic nerve.
Hear using auditory (phonological awareness), spatial awareness and accessing prior
knowledge.
Recognize that the symbols are
letters, words, english - left/right top/bottom - all from experience (memory).
The letters are mapped to sound (phonological and decoding issues).
Use sequential
processing and short term memory.
Read! When reading every single
letter is recognized by our brain, which then strings together to form words
that our brain (usually) recognizes. This is all based on memory. When we read
the title we start to make associations with what we know - before we start
reading. This is also based on memory. Words that are familiar are easy, words
that aren't are more difficult (example: names of places). We need prior
knowledge to make words work. This interferes with our visualization (taking
the language and converting it to imagery to give us more meaning). As we continue to read we
are always making connections with our memory. It's all brain processing!There is no genetic code for reading - it has
to be learned.We need to have many many
oral language experiences before they meet print (developing language and their
brain to respond to auditory maps, phonetics, etc.)
If you add any form of disability (memory,
phonological, auditory, visual, etc.) can lead to inability to
read, communicate and sheer exhaustion.
The following video is very simple, but points out how even asking students to copy words for spelling can be overwhelming when you break down the task. I think this video is a good indication of how tasks can be overwhelming if you add even one, seemingly small, learning issue such as trouble counting to the task.
Day one of my Assistive Technology course has been a day of firsts. I learned new terminology, learned how to add an app to the iPad, and learned about two new apps that I can use in my classroom. At this point I am very much looking forward to the rest of this course as I always appreciate learning concrete things I can bring back to my classroom to improve my practice.
A few notes:
Keynote – like power point
UDL – Universal Design for Learning. In addition, these technologies are now
being used by everybody – not just those with disability.
Disruptive technology – something that displaces another
technology (desk tops)
Assistive Technology is about providing access to a task and
improving performance of an individual with a disability. It’s about making an appropriate match of the technology and
the skill sets/needs of the user. Secondary users are the teachers/parents and
what skill sets do they have to support the student. What are we asking the
student to do? Do they need to read, write, research? The tech should match the
task.Inquire about the characteristics
of the technology itself – simpler is better – teachers will use it if it’s easy!!
We tried out two apps - Pic Collage and Book Creator. I enjoyed Pic Collage and could really see applying it in my English classroom (for students with disability and otherwise).
Ten ways to use Pic Collage in the classroom:
Use it to create a visual schedule that can be individualized for any student
Use it to allow students to journal
Use it to create storyboard as a pre-writing technique
Have students create a collage as though they were a character from a story we've read
Use it as a "getting to know you" activity - students present on themselves or others
Have students use it as an area to brainstorm ideas for future writing
Have students create or collect images that relate to one concept or theme
Have students create a collage to summarize a new topic
Have students create a collage about their prior knowledge of a new topic
As a fun end of year activity - have students create a collage of their year's experiences
